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2005 Review Report

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2005 Review Report BOARD OF EXAMINERS REPORT N C A T E ___________________________________________________ National Council for Accreditation of Teacher Education ACCREDITATION VISIT TO: Teachers College, Columbia University New York City April 2-6, 2005 NCATE Board of Examiners Team: Kathleen deMarrais, Chair Hilary Freedman Albert Koppes Doreen Jankovich Jeanneine Jones Tina Marshall-Bradley Michael Morehead State Consultant: Richard Gervais Type of Visit First _X_ Continuing ___ Combination ___ Probation ___ Focused (on standard(s) not met) ___ 1 TABLE OF CONTENTS I. Introduction 4 II. Conceptual Framework 11 III. Findings for Each Standard Standard 1 16 Standard 2 31 Standard 3 41 Standard 4 47 Standard 5 56 Standard 6 63 IV. Sources of Evidence 72 V. Corrections to the Institutional Report 2 SUMMARY FOR PROFESSIONAL EDUCATION UNIT NCATE 2000 Standards Institution: Teachers College-Columbia University Team Findings Standards Initial Advanced 1 Candidate Knowledge, Skills, and Dispositions M M 2 Assessment System and Unit Evaluation M M 3 Field Experiences and Clinical Practice M M 4 Diversity M M 5 Faculty Qualifications, Performance, and M M Development 6 Unit Governance and Resources M M M = Standard Met NM = Standard Not Met 3 INTRODUCTION A. The institution Located on the upper west side of Manhattan in New York City, Teachers College, Columbia University, is an independent graduate and professional school of education, psychology, and health. It has been affiliated with Columbia University since 1898 but operates as a separate corporation with its own endowment, Board of Trustees, and president responsible for general oversight of its affairs and for its financial support. Teachers College draws its students from all over the United States and globally. The population demographics of the city of New York and the borough of Manhattan where the institution is located and where the unit has partnerships with the urban schools are provided in Table 1: Table 1. New York City Census Data 2000 Census Demographics New York City Manhattan Borough Number % Number % Total Population 8,008,278 100% 1,537,195 100 White (non-Hispanic) 2,801,267 35% 703,873 45.8 African American 1,962,154 24.5% 234,698 15.3% Asian/Pacific Islander 783,058 9.8% 143,863 9.4% American Indian/Alaskan 58,775 .7% 2,465 0.2% Native Other Non-Hispanic 225,149 2.8% 5,536 0.4% Non-Hispanic (2 or more races) ----- ----- 28,944 1.9% Hispanic Origin 2,160,554 27 417,816 27.2% In 1887, Teachers College was founded by philanthropist Grace Hoadley Dodge and philosopher Nicholas Murray Butler to provide “a new kind of schooling for the teachers of the poor children of New York; their approach combined a humanitarian concern to help others with a scientific approach to human development. Teachers College has a long history of attracting prominent scholars who shared the belief in the “power of education to make the world more just and humane.” These prominent educators include John Dewey, William Kilpatrick, Edward Lee Thorndike, Lawrence Cremin, Maxine Greene, and Linda Darling-Hammond. The unit continues to have as a core function the preparation of teachers and other school personnel for careers in urban school systems. B. The unit In 2004 the unit’s faculty consisted of 156 full-time faculty, of which 22 percent are minority and 60 percent were female. The unit has an additional 57 non-tenure-track full- time faculty members in numerous categories (distinguished practitioner, lecturer, instructor, adjunct, etc.), of which 23 percent are minority and 31 percent are female. In the fall of 2003, there were 5,087 graduate students. Thirty-five percent of all US citizens 4 enrolled were ethnic minority students; nearly 15 percent of the total student body was international students from 78 different countries. Seventy-one percent of all students were enrolled part-time. The median age of all students was 30. Typical of the unit’s approximately 5000 graduate students, about a third are preparing for teacher certification as P-12 teachers, with 400 of these performing internships or students teaching each semester in New York City’s public schools. The unit offers degrees in Master of Arts, Master of Science, Master of Education, Doctor of Education, and Doctor of Philosophy in more than 65 different academic programs for novice and experienced practitioners within the following nine departments: * Arts and Humanities * Biobehavioral Sciences * Counseling and Clinical Psychology * Curriculum and Teaching * Health and Behavioral Studies * Human Development * International and Transcultural Studies * Mathematics, Science, and Technology * Organization and Leadership Teachers College has been accredited by the Middle States Association of Colleges and Schools since 1921. In November 2002, the Commission reaffirmed the College's accreditation, with the next evaluation visit scheduled for the 2005-2006 academic year. New York State’s educator preparation policies were significantly changed during the past six years. In 1999, the New York State Board of Regents adopted new regulations for teacher preparation programs and mandated that all classroom teacher preparation programs must be re-registered to comply with these newly adopted regulations. The re- registration process involved a paper review of the program design, faculty credentials, and curricular offerings and, if found in compliance with regulation, the programs receive initial registration approval. All candidates in teacher preparation programs, whether undergraduate or graduate, and completing their program of study after February 1, 2004, would be required to satisfy the new regulatory requirements. The programs offered at Teachers College, Columbia University, and leading to New York State classroom teacher certification, have all been reviewed and re-registered under these new regulations. In July 2003 new regulations were adopted for preparation programs leading to certification in the areas of School Building Leader, School District Leader and School District Business Leader. These regulations mandated the re-registration of the new school leadership programs in the same manner as the classroom teacher reviews and specified that all candidates completing school leadership programs after September 1, 2006 would be required to satisfy the new regulatory requirements. The leadership programs at Teachers College have been reviewed and registered under these new 5 regulations. The New York State Board of Regents has not adopted new regulations for the Pupil Personnel certificate areas of School Psychologist and School Counselor. The New York State Education Department (NYSED) has a joint partnership agreement with NCATE that specifies that the teacher preparation institutions must submit program reports to all specialized professional associations (SPAs) that have had their standards adopted by NCATE. Additionally, this partnership provides for the BOE team to include a state consultant. This state presence, provided the accreditation team does not identify significant regulatory compliance issues during their review of the unit against NCATE standards, allows for a determination to be made regarding continued registration of the programs by NYSED. The unit includes 28 distinct professional education programs offering initial and/or advanced degrees (see Table 2). All of these programs had been reviewed by national SPAs where applicable as mandated by New York State policies. 6 Table 2: Professional Education Programs at Teachers College Program Name Award Program N SPA Status of Program NYS Re-registration Level Level Review Sub Current Status Art and Art Education MA ITP/ADV 75 NA NA NA Art and Art Education (INT/PRF) Art and Art Education (PRF) Bilingual/ Bicultural MA ITP 36 NA NA NA Bilingual/Bicultural Childhood Education (INT/PRF) Education Bilingual/Bicultural Childhood Education Extension (INT/PRF) Bilingual/Bicultural Childhood Education Adv Cert (INT/PRF) Curriculum and Teaching MA ADV 76 NA NA NA Curriculum and Teaching Elementary Education (PRF) Curriculum and Teaching Secondary Education (PRF) Early Childhood MA ITP 24 NAEYC YES Deferred Early Childhood Education (INT/PRF) Education Childhood/Early Childhood Education (INT/PRF) Education Leadership MA ADV 32 ELCC YES Recognized Public School Building Leadership (INT) MA EDM Public School Building Leadership (INT) EDD Inquiry in Education Leadership Practice (INT/PRF) FSAA (INT) Elementary Education MA ITP 104 ACEI YES Not recognized Childhood Education (INT/PRF) Literacy Specialist MA ADV 01 NA NA NA Teaching Literacy (INT/PRF) Mathematics Education MA ITP/ADV 61 NCTM YES Recognized Mathematics 7-12 (INT/PRF) MS Mathematics 7-12 (PRF) MA Mathematics 7-12 (PRF) MS Mathematics 7-12 (PRF) MSED Music and Music MA ITP/ADV 75 NA NA NA Music and Music Education (INT/PRF) Education Music and Music Education (PRF) Physical Education MA ITP/ADV 22 NASPE YES Recognized Physical Education (INT/PRF) Physical Education (PRF) Reading Specialist MA ADV 75 IRA YES Recognized Reading Specialist (INT/PRF) Science Education MA ITP 42 NSTA YES Rejoinder Biology 7-12 (INT/PRF) Chemistry 7-12 (INT/PRF) Earth Science 7-12 (INT/PRF) Physics 7-12 (INT/PRF) 1 Included in the Curriculum and Teaching total count 7 School Counseling EDM ADV 1732 NA NA NA School Counselor (PROV/PERM) School Psychology EDM ADV 96 APA YES Accredited Applied Dev and Learning Psychology: School Psychology EDD NASP Recognized PHD Special Ed: Applied MA ITP 16 CEC YES Recognized Teaching Students with Disabilities—Early
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